The Comparative Research On The Evaluation Of Teachers In China And Vietnam

Today the world is undergoing extensive and profound changes, knowledge increasingly becomes decisive factor to promote economic development and the progress of human society, so does education become the core element of the national comprehensive strength and international competitiveness. Throughout the history of the world development, any powerful country starts in the lead from developing education. As is known to us, strengthening education to make our nation stable and powerful is the enduring success of leapfrog development. And teachers’ accomplishment in professional skills, ethics and other aspects plays a key role in cultivation of students, it also directly determines the quality of education, only with the teachers of good quality can they cultivate excellent students, improve the quality of education, constantly create and drive the development of science and technology. So, in order to strengthen teachers team construction, establishing and improving the effective teacher evaluation system becomes a top priority.Globalization not only makes us have a chance to show us to the outside world and also gives us an opportunity to learn from each other’s experience so as to get better, faster development. Vietnam education reform starts late, it especially should learn from many countries with higher levels of education in the process of development. But given Vietnam’s special situation, it is not significant to draw lessons from the experience of many developed capitalist countries, while China and Vietnam are both developing socialist countries, they have a lot of similarities not only in the political system and social culture, but also in many aspects China develops earlier than Vietnam, for example China carried out the national policy of reform and opening up8years earlier than Vietnam and joined in the world trade organization five years earlier than Vietnam and implemented the education law10more years earlier than Vietnam, so China is worthy of Vietnamese academic research and learning in much experience in the development process. Be a Vietnamese student studying in Shanghai, China, the author has a very profound feeling of the rapid change of China’s reform and opening up policy, especially the achievement of education reform in China. The author attempts to introduce achievements in the study of teacher evaluation of comparison of the two countries to Vietnamese research scholars through this paper, and provides a valuable reference material for Vietnamese teachers’ evaluation development and a reference to draw lessons from examples for Vietnam evaluators.This paper puts forward the teacher evaluation which is mainly the current primary and secondary school teacher evaluation between the two countries. The full text is divided into seven parts:the first part is the introduction which summarizes the reason of my choice, related research review, research significance and the method as well as the explanation of the use of some basic concepts. The second part reviews the development history of the teacher evaluation in the various periods of China and Vietnam and has carried on the contrast. The third part discusses and compares theories and thoughts which influence the teacher evaluation in China and Vietnam. The fourth part describes and compares the evaluation of the basic elements, namely, the concepts of teacher evaluation, principles, functions, purposes, basic requirements, etc. The fifth part sorts out and compares the teacher evaluation index system, which is one of the focuses of this paper. The sixth part discusses the operation methods and compares the teacher evaluation. The last part sums up all existing problems regarding teacher evaluation in Vietnam and puts forward enlightenment of the characteristics of Chinese teacher evaluation to Vietnam, which is the key of the paper.